Cultural Context in Teaching English to Students of International
Economic Relations
Elena VOYEVODA,
Moscow State Institute of International Relations (University)
Teachers of foreign languages for business purposes are becoming increasingly aware of the necessity to introduce elements of cross-cultural aspect in practical language teaching. Cross-cultural communication is adequate mutual understanding between two (or more) participants of an act of communication belonging to different national cultures [3]. The necessity to develop cultural awareness of the target language along with general communicative competence is no longer doubted. “Longman Dictionary of Contemporary English” explains that “culture” is “the customs, beliefs, art, music, and all the other products of human thought made by a particular group of people at a particular time” [6]. The cultural context may be manifested in a variety of forms: from the commonly used forms of greetings to the so-called broader context – the history of culture of a country, and business ethics. (We confine ourselves to Great Britain and the United States of America – the two English speaking countries our students are most likely to have contacts with in their future business activities). While such subjects as the geography, history and literature of Britain and the USA have traditionally been taught to linguists and diplomats, the cultural aspect was neglected in teaching English to students majoring in Economics. Teachers of English persisted in emphasizing the need for a heavy focus on Business English. Recent years, however, have shown a distinct shift toward teaching the cultural aspect. Teachers of foreign languages at business schools in Europe and the USA argue that language programmes should now “focus on translation and cross-cultural communication in general culture as well as business culture, stressing the importance of subject field knowledge and LSP” [7]. Now that international contacts of Russia are broadening, graduates of the departments of Economics face a wider range of activities and feel the necessity of “being at home” in a foreign cultural context.
The concept of teaching a cultural aspect is manifold. Followers of various schools of methods have different ideas as to whether students of Business English should be exposed only to the immediate needs of communication (patterns of greetings, small talk, etc.), or should be taught a broader cultural context as well.
Critics of exposing future economists to a broader cultural context argue that they are neither philologists nor historians and in negotiations will stick strictly to business matters. Others claim that in business, partners pay no attention to cultural indiscretions in the process of communication if there is money to be made. But such an approach is a vulgar simplification of the situation in the highly competitive world market of our time. It is now recognized that without the combination of both language and cultural skills it may be difficult to participate in the process of business communication and gain the trust of its members. Thus, one becomes an outsider who does not belong to the group, and this, naturally, hampers professional communication.
By their very nature, international business ties are characterized by meetings between peoples of different cultures. Examining the full significance of language in business, Brian Bloch, Senior Lecturer in International Business at the University of Auckland, says that the business user needs to consider a language not only linguistically, but also in terms of general life and business situations [1]. He points out that in the business context, there are three main elements that should be considered: “the pure language (vocabulary, grammar, syntax, etc.), culture (in the broader sense including art, literature, etc.) and business practice (with its multiple components).” A businessman is likely not only to meet foreign partners, exchange greetings and hold talks, but also to do some socializing as well. (In some countries of Asia, for example, socializing is an integral part of the business process, not just an optional addition to the talks.) It is here that the cultural aspect of language proficiency stands out most vividly. Business trips involve even more socializing, and the partners cannot confine themselves to small talk and such neutral topics as the weather, food and drink. The conversation will inevitably lead them to discuss history, literature, art and politics.
Another aspect of professional work which presents certain difficulties of cross-cultural character is professional translation. Every national culture has a basic stock of knowledge that is shared by the majority of the population (of certain cultural level, of course). Irina Khaleyeva (Moscow State Linguistic University) [5] offers as an example a well-known phrase from Goethe’s “Faust”: “Wer vieles bringt, wir manchem etwas bringen” which altogether loses its meaning when translated by a person who does not know its origin and contextually-based equivalent.. On the face of it, the phrase may mean “he who gives (bears) much, will be able to give something to somebody else “. An average German, however, knows that the phrase bears quite a different contextual meaning: “a great talent will find response and support in many hearts”. For a German, Goethe is not only the author of “Faust” – he is the pride of the national culture. This example shows that knowledge of the language alone will fail to provide real access to the culture. A fluent speaker of a foreign language will still remain an outsider due to the lack of knowledge of the cultural background.
Several years ago the author witnessed a third-year student doing economic translation at an exam in the department of International Economic Relations. The student was at a loss when he came across the expressions “(spinning) jenny” and “the modern Luddites”. The example illustrates the idea that translations are given in a cultural context. An average English person knows that it was England that started the Industrial Revolution. Most university-educated people will remember at least the title of Byron’s poem “Song for the Luddites”. If we go along the same line, we can add that for them, the names of Pickwick and David Copperfield will stand for the main characters of Dickens’ famous novels (not the tea or the illusionist). This information, which is in-bread (if not in-born!) makes an inseparable part of the national culture and pride. Suffice it is to say that the portraits of George Stephenson, Charles Dickens and Michael Faraday are printed on five-, ten- and twenty-pound notes (respectively).
Practice has shown that the elementary knowledge of English history and culture that our students are supposed to have acquired at school, is either little or non-existent. As a result of a number of experiments, we have introduced into the curriculum a new lecture course – “Great Britain: Culture Across History”. (A similar course on the USA is being prepared.) The lectures, followed by seminars, cover a wide range of themes: the major points of British history from the earliest settlers on the British Isles to our days, a brief survey of the history of the English language, English literature, music, theatre and art. Lectures are supplemented by audio and visual aids (music audio-material, maps, pictures, video films). The new technical aids offered by the University in the current academic year, make it possible to use multi-media classrooms for lectures and seminars, as well as for students’ individual work after classes. During the term, students speak at seminars and make reports on British culture in their home-reading class. Towards the end of the course, students write an essay on a topic chosen by themselves or suggested by the lecturer. It is a four- or five-page paper of typewritten text in which they are supposed to compile the information taken from different sources, relate it logically and show how they have enriched their vocabulary.
The new course does not only widen the students’ knowledge of British culture, but also develops the skills of listening (listening to the lectures proper and watching the video films), reading (working with original texts for the seminars, reports and the essay), writing (writing the essay) and speaking (speaking at the seminars and making reports).
Cross-cultural proficiency may be achieved only through systematic exposure of students to cross-cultural concepts within an integrated course. At different proficiency levels, materials and objectives vary. At the initial (intermediate) level, we incorporate well-known elements of cross-cultural knowledge: the language of everyday situations and a number of traditional topics (England, Scotland, Wales, Northern Ireland – and their capitals; London and its places of interest; Customs and traditions in different parts of Great Britain; English meals; etc.). In the second year, the cultural context is broadened – students take the above mentioned lecture course. At the advanced level, students study different aspects of British life: the National Character; The National Health Service; Mass Media; the Civil Service; Political and Legal System; Elections, etc. At the upper level, it is profitable to explain to the students the national values of their potential partners, the rules of political correctness and elements of business ethics.
Cultural awareness skills in the target language should be trained at all levels, including the upper level. We cannot neglect the new tendencies in linguistic culture, for example, the so-called “political correctness”. Many students will eagerly use the expressions “the man in the street”, “old people”, “a crippled person”, “American Negroes”, “the Coloured”, “Red Indian” without realizing that these are manifestations of sexism, ageism and racism. Future specialists should be aware of it so as to avoid embarrassing situations.
Naturally, we cannot teach our students all the subtleties of the English language. Many phrases and idioms used in daily conversation can only be learned through personal exposure to situations in which the phrases are actually used. One of the sources of enriching English idiomatic vocabulary is the cinema. The cultural charge of commonly-used catch-phrases should not be underestimated. They are used by people from all walks of life indiscriminately and constitute an integral part of modern culture. More often than not such knowledge cannot be acquired from traditional text-books and should be taught in the classroom.
A business situation cannot be totally devoid of “context” and implicit codes of behaviour. Fruitful business contacts are possible only among partners who are aware of and share the same codes of ethics in business. Besides verbal, business ethics includes non-verbal cross-cultural manifestations. And here we should speak not only about different gestures, mimics and eye-contact but also about cross-cultural differences in beliefs and values. Such information is indispensable for Bachelors and future Masters who major in International Economic Relations.
The knowledge of British culture prepares the student for further professional work – economic translation and negotiations.
References:
1. Brian Bloch, “The Language-Culture Connection in International Business”, Foreign Language Annals, 1996, Vol. 29, No. 1, p. 27-35.
2. John Dodds, David Katan, “Cultural proficiency training for translators and interpreters: the x factor”, UNESCO: European Conference on Foreign Language Training in Higher Education EUROLINGUAUNI – 2, Moscow, 1996, p. 123-131.
3. Е. М. Верещагин, В. Г. Костомаров, “Язык и культура. Лингвострановедение в преподавании русского языка как иностранного”, Москва, 1990, с. 99, 196-197.
4. Г. Гришенкова, “Культурологический аспект обучения иностранным языкам дипломированных специалистов”, Сборник научных трудов МГЛУ, Выпуск 440, Москва, 1998, c. 14-20.
5. И. И. Халеева, “Основы теории обучения пониманию иноязычной речи”, Москва, 1989, c. 117-118.
6. “Longman Dictionary of Contemporary English”, Longman – “Русский язык”, Москва, 1992, c. 251.
7. Henrik S. Sorensen, “LSP and translation in Denmark: looking ahead”, UNESCO: European Conference on Foreign Language Training in Higher 1.Education EUROLINGUAUNI – 2, Moscow, 1996, 327-331.
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